Forum Replies Created
-
Posts
-
I really enjoyed reading your idea! The seasonal structure and use of visual recording sheets would make this very engaging for young children. I work in an ASD unit, so I think this approach will come in very handy throughout the year. The clear routines, picture supports, repetition and hands-on nature activities could be really beneficial for helping the children engage and participate at their own level. I also love how you have linked the activities across different curriculum areas while keeping them practical and enjoyable. The idea of creating a whole-school biodiversity calendar is a lovely way to celebrate the children’s learning and observations.
In Killarney, Co. Kerry, there are many examples of engineering that pupils can explore, including roads, bridges, drainage systems and cycleways. One particularly suitable example is the Flesk Cycleway, a 0.9 km cycleway running along the River Flesk. Its construction involved drainage, culverts, lighting, walls and river protection, providing an excellent local example of civil engineering.
I would use the cycleway as inspiration for a design-and-make project. After examining photographs and, if possible, visiting the area, pupils could identify the engineering challenges involved, such as safely crossing or working alongside water. In groups, they could then design and build a model cycleway or pedestrian bridge using recycled materials. They would plan their design, choose suitable materials, construct and test their models, and make improvements. This project would develop creativity, problem-solving, teamwork and an understanding of how engineers design structures to meet real-world needs.In Killarney, Co. Kerry, there are many examples of engineering that pupils can explore, including roads, bridges, drainage systems and cycleways. One particularly suitable example is the Flesk Cycleway, a 0.9 km cycleway running along the River Flesk. Its construction involved drainage, culverts, lighting, walls and river protection, providing an excellent local example of civil engineering.
I would use the cycleway as inspiration for a design-and-make project. After examining photographs and, if possible, visiting the area, pupils could identify the engineering challenges involved, such as safely crossing or working alongside water. In groups, they could then design and build a model cycleway or pedestrian bridge using recycled materials. They would plan their design, choose suitable materials, construct and test their models, and make improvements. This project would develop creativity, problem-solving, teamwork and an understanding of how engineers design structures to meet real-world needs.I really like how practical and meaningful this mapping activity is for the Green Team. Using an aerial image as a base map gives pupils a clear starting point, while walking around the grounds allows them to connect the digital map with what they observe in their own environment. I particularly like the inclusion of both biodiversity hotspots and areas needing improvement, as this encourages pupils to think critically about how the school grounds could be developed. The digital map also provides a great opportunity to build pupils’ technology and mapping skills while working collaboratively. Displaying the completed map means that the wider school community can see the pupils’ work and understand the environmental priorities. I think comparing the map over time would be especially valuable, as pupils could see the impact of Green Team projects and understand how small changes can improve biodiversity.
or younger classes, I would introduce map making through a familiar area, such as the school and its surroundings. I would begin by discussing what maps are used for and identifying common features such as roads, buildings, parks and landmarks. I would introduce simple concepts including symbols, a map key, direction and scale. Pupils could then work in pairs to draw a map of the school grounds or a familiar route, using their own symbols and creating a clear key.
I would incorporate Google Maps using an interactive whiteboard to explore the local area. Pupils could identify familiar landmarks, compare distances and discuss different routes. GeoHive, Ireland’s national geospatial data resource, could also be used to examine aerial images and local geographical features. Pupils could compare these digital maps with their own drawings and identify similarities and differences.The lesson would develop pupils’ spatial awareness, observation and basic digital mapping skills in an engaging and practical way.
All children love the idea of project work. This is a fantastic lesson that I will definitely be doing with my class
I would involve my pupils in a creative project exploring the natural and scientific heritage of our local area. We could begin with a walk around the neighbourhood, observing plants, trees, wildlife, waterways and interesting natural features. Pupils would take photographs, make sketches, collect observations and research the science behind what they discover. Back in class, groups could choose one local feature to investigate further. They could then create artwork inspired by their findings, compose a short piece of music using natural sounds, or write poems and short stories from the perspective of a local animal or plant. Drama groups could perform short scenes showing how the local environment has changed over time. The project would encourage teamwork, creativity and scientific curiosity. Finally, pupils could display their artwork, perform their music and drama, and publish their writing in a class exhibition for parents and the wider community.
I would register my garden with the All-Ireland Pollinator Plan by visiting the Pollinators website and pledging my garden. I would record the actions I take to help pollinators, such as mowing less, planting pollinator-friendly flowers, avoiding pesticides, protecting hedges and leaving areas of bare soil for nesting. I could also record sightings of bees, butterflies and other pollinators.
To register my school, I would use the All-Ireland Pollinator Plan resources and involve students and teachers. First, we could survey the school grounds and identify areas that could support pollinators. We could create wildflower areas, plant native flowers, reduce mowing, protect trees and hedgerows, avoid pesticides and provide nesting habitats. We could also create signs and information boards to educate students about pollinators. Students could regularly observe and record different pollinators they find in the school grounds. These actions would make the school more environmentally friendly and provide valuable habitats for pollinators.I particularly like how you have modified the activities to suit the needs and abilities of pupils in a special school environment.
Using the I-LOFAR radio telescope as inspiration, I would begin by showing pupils images of the telescope and asking, “How can we detect things we cannot see?” This would introduce the idea of waves and encourage pupils to share their existing knowledge. Pupils would investigate how sound travels by carrying out simple experiments using tuning forks, elastic bands and cups-and-string telephones. They would then explore light using torches, mirrors and different materials to investigate reflection, shadows and transparency. Pupils would work in small, mixed-ability groups, with clear visual instructions, demonstrations and hands-on activities to make learning accessible. For pupils who require additional support, I would use visual schedules, simplified language, AAC/iPad responses and opportunities to demonstrate learning non-verbally. Pupils could record observations through drawings, photographs or short sentences. The lesson would finish with groups sharing their findings and linking their discoveries back to how I-LOFAR uses radio waves to explore objects in space.
Learning about Aquaculture and Social Licence is particularly relevant for our school in County Kerry, where students are surrounded by an environment that is closely connected to lakes, rivers and the coastline. Many of our pupils regularly visit local beaches and harbours with their families, giving them first-hand experience of the natural environment and the importance of protecting it. They also see how tourism, fishing, hospitality and local businesses depend on healthy waterways and thriving ecosystems.
These learning resources provide excellent opportunities for meaningful, place-based learning. Students could investigate water quality, explore local habitats, identify native plants and wildlife, or examine the impact of litter and pollution on the environment. They could also engage with members of the local community, such as fishermen, seafood suppliers or environmental groups, to gain a greater understanding of sustainable practices and the importance of balancing environmental protection with local livelihoods.
Exploring the concept of social licence helps pupils appreciate why communities, businesses and environmental organisations must work together when making decisions about natural resources. It encourages them to consider different viewpoints, understand the value of scientific evidence, and recognise the importance of protecting biodiversity for future generations.
These topics also create valuable cross-curricular links. Students can analyse data in Maths, write persuasive letters or reports in English, investigate local ecosystems in Science and Geography, and design awareness campaigns through Art. By connecting learning to their own local environment in Kerry, pupils develop a stronger sense of responsibility and understand that everyone has a role to play in caring for the places they live while supporting the communities whose livelihoods depend on them.Developing children’s understanding of environmental responsibility from an early age is essential. Providing opportunities for pupils to explore sustainability through practical experiences, such as investigating how waste is managed or learning about local conservation projects, helps make these concepts meaningful. Schools can encourage positive habits by promoting waste reduction, reusing materials where possible and making environmentally friendly choices in everyday classroom life. Building partnerships with local community groups, such as Tidy Towns committees or community gardening initiatives, would also give children the opportunity to contribute to real projects in their own area while developing a greater appreciation for caring for their local environment.